Washback Effects of Linguistic Competitions on Teaching and Learning Practices

Abstract

The impact of tests or assessments on teaching instruction and learning is known as “washback”.  The study of washback effects through empirical research began with Alderson and Wall’s significant work from 1993. Further research about washback analyzed its various effects afterwards the initial investigations. This research paper targeted to evaluate how washback affected teaching personnel since they participated in linguistic competitions to understand performance relationship amid classroom teaching practices, learning, and assessment. A test's impact on instruction remains essential although it cannot independently determine classroom instructional methods and teacher learning because various active participants such as teachers and students and their environment act as intervening agents. Teachers have the sole potential to generate positive washback from target tests despite other factors at work. This study ends with specific recommendations from literature for teachers to create positive washback effects.